Educational Service Providers - Provider Detail

The information provided regarding Educational Service Providers is provided for information only. The Colorado Department of Education does not endorse, represent or warrant the accuracy or reliability of any of the information, content, services or other materials provided by these educational service providers. Any reliance upon any information, content, materials, products, services or vendors included on or found through this listing shall be at the user's sole risk.

Comprehensive Turnaround Provider Content Curriculum Programs Dropout Prevention and Intervention Services Instruction Leadership Organizational Structure and Resources Professional Development School and District Improvement Student Family and Community Support 21st Century Skills Specific Content Area
:

English and Mathematics

Name of Schools/ Districts that this organization has served in Colorado:

Name of Schools/ Districts that this organization has served in other states:

Palm Beach County Schools (FL) Estella Pyfrome 561-985-1889

Qualifications of this Organization (licensure, trademark, etc.):

We have experience providing full scale sustainable school improvement services for staff, principal and leadership team, instructional support team, teachers, and students. Our process includes a smart accountability process, data-driven decision-making processes, and sustained literacy development across the board for staff and students. In 2012, students we worked with improved their literacy scores on state assessments by 48%. In 2010, students improved literacy scores by 28%. Experienced school administrators and reading professors who specialize in secondary literacy development.

Qualifications of Instructors/ Staff that Provide Services:

All faciliators and coaches are certified in the areas of support they provide and have significant experience working with failing schools and at-risk students; Our team includes school administrators, college of education professors, special educators, and content specialists.

Cost:

We develop offer a curriculum for developing school staff that includes modules for the whole school staff, the leadership team, the instructional support staff, and teachers. Modules are available for engaging parents and for integrating community involvement in each school. We develop and impose a response to intervention (rti) that encapsulates all students and provides a progressive structure for their development. These modules are customized modules for schools that fit their specific needs, resources, and circumstances; these learning modules are priced at $30,000 each; we embed 3 facilitators per week for up to 20 weeks and these are billed at $3,000 per diem.

Explanation of how we are able to provide differentiated services to meet the individual needs of schools and districts.

Our program is set in modules that allow us to differientate services to schools in accordance with their needs. Schools have the option of selecting modules that fit their specific circumstances.

How will we evaluate our services and support to schools and districts and its effectiveness in school/ district/ student achievement?

We will erect a data wall that identifies the specific academic and non-academic goals of each school to provide a public record of student performance as well as the record that emerges related to the non-academic goals (attendance, behavioral problems, etc.). Also, we will measure our performance by the increase in performance among the students not only on interim assessments but on state assessments as well. Included in our evaluation structure will be surveys for school staff, parents, and students. We will administer assessments to parents to gauge their assessment of improvements we sponsor.

Sample of services offered for a school or district:

Under 500 Students:

Access Educational Services will assist Tier 1/2 school staff in school transformation that includes the following elements (1) data-driven decision making, (2) cohesive school improvement planning that invigorates and reforms instruction, (3) literacy-based cognitive instructional strategies that integrates the Center of Instruction’s goals and recommendations for improving adolescent student learning and literacy in secondary settings, (3) targeted professional staff development for administrators, instructional staff, and whole school staff, (4) engagement of the whole school staff in pursuit of and attainment of specified academic goals, and (5) scaffolding of administrators and school leaders and transforming them into instructional leaders. To accomplish the above, Access will help Tier 1 /2 staff to recognize and embrace the importance of accelerating reading development dramatically so that students make more than one year’s progress during one year of school. Because students who are poor readers in sixth or ninth grade have missed massive amounts of reading practice during the years they have been struggling readers (Anderson, Wilson, & Fielding, 1988), they are usually behind their grade-level peers on a broad range of knowledge and skills required for proficient reading.The Center of Instruction opines that to “close the reading gap” with average readers at their grade level will require instruction that enables them to improve more rapidly than average readers for a sustained period of time. One year’s growth for one year of instruction is not sufficient for these readers: They must make multiple years’ growth for each year of instruction if they are to eventually achieve grade-level standards in reading. Accordingly, to accelerate student learning in secondary settings, Access proposes leadership support for Tier 1 and Tier 2 schools in cognitive strategy instructional techniques to jump start student learning where it is stagnant and scaffolding in sustainable school improvement processes tied to student learning goals of the school. We will rely on cognitive strategy applications rooted in learning research to drive school transformation from a school where instructional approaches follow little if any coordinated or targeted structure to a school where practitioners integrate cognitive strategy instruction intentionally within content area classrooms, fully cognizant of how specific strategies unearth thinking and meaning construction in specific learning situations.

Accordingly, we will help Tier 1 and Tier 2 schools create a sustainable approach to reading and learning improvement that develops a learning organization that unfolds through implementation of a smart accountability program and a 3 Tiered Response to Intervention (RTI) structure that accommodates all kinds of learners at the school site. At the centerpiece of the learning interventions within the RTI will be a general cognitive instructional strategy that relies on Reciprocal Teaching (RT) to advance the meaning construction and understanding of the school staff as well as their students..

500-1000 Students:

Access Educational Services will assist Tier 1/2 school staff in school transformation that includes the following elements (1) data-driven decision making, (2) cohesive school improvement planning that invigorates and reforms instruction, (3) literacy-based cognitive instructional strategies that integrates the Center of Instruction’s goals and recommendations for improving adolescent student learning and literacy in secondary settings, (3) targeted professional staff development for administrators, instructional staff, and whole school staff, (4) engagement of the whole school staff in pursuit of and attainment of specified academic goals, and (5) scaffolding of administrators and school leaders and transforming them into instructional leaders. To accomplish the above, Access will help Tier 1 /2 staff to recognize and embrace the importance of accelerating reading development dramatically so that students make more than one year’s progress during one year of school. Because students who are poor readers in sixth or ninth grade have missed massive amounts of reading practice during the years they have been struggling readers (Anderson, Wilson, & Fielding, 1988), they are usually behind their grade-level peers on a broad range of knowledge and skills required for proficient reading.The Center of Instruction opines that to “close the reading gap” with average readers at their grade level will require instruction that enables them to improve more rapidly than average readers for a sustained period of time. One year’s growth for one year of instruction is not sufficient for these readers: They must make multiple years’ growth for each year of instruction if they are to eventually achieve grade-level standards in reading. Accordingly, to accelerate student learning in secondary settings, Access proposes leadership support for Tier 1 and Tier 2 schools in cognitive strategy instructional techniques to jump start student learning where it is stagnant and scaffolding in sustainable school improvement processes tied to student learning goals of the school. We will rely on cognitive strategy applications rooted in learning research to drive school transformation from a school where instructional approaches follow little if any coordinated or targeted structure to a school where practitioners integrate cognitive strategy instruction intentionally within content area classrooms, fully cognizant of how specific strategies unearth thinking and meaning construction in specific learning situations.

Accordingly, we will help Tier 1 and Tier 2 schools create a sustainable approach to reading and learning improvement that develops a learning organization that unfolds through implementation of a smart accountability program and a 3 Tiered Response to Intervention (RTI) structure that accommodates all kinds of learners at the school site. At the centerpiece of the learning interventions within the RTI will be a general cognitive instructional strategy that relies on Reciprocal Teaching (RT) to advance the meaning construction and understanding of the school staff as well as their students..

1000+ Students:

Access Educational Services will assist Tier 1/2 school staff in school transformation that includes the following elements (1) data-driven decision making, (2) cohesive school improvement planning that invigorates and reforms instruction, (3) literacy-based cognitive instructional strategies that integrates the Center of Instruction’s goals and recommendations for improving adolescent student learning and literacy in secondary settings, (3) targeted professional staff development for administrators, instructional staff, and whole school staff, (4) engagement of the whole school staff in pursuit of and attainment of specified academic goals, and (5) scaffolding of administrators and school leaders and transforming them into instructional leaders. To accomplish the above, Access will help Tier 1 /2 staff to recognize and embrace the importance of accelerating reading development dramatically so that students make more than one year’s progress during one year of school. Because students who are poor readers in sixth or ninth grade have missed massive amounts of reading practice during the years they have been struggling readers (Anderson, Wilson, & Fielding, 1988), they are usually behind their grade-level peers on a broad range of knowledge and skills required for proficient reading.The Center of Instruction opines that to “close the reading gap” with average readers at their grade level will require instruction that enables them to improve more rapidly than average readers for a sustained period of time. One year’s growth for one year of instruction is not sufficient for these readers: They must make multiple years’ growth for each year of instruction if they are to eventually achieve grade-level standards in reading. Accordingly, to accelerate student learning in secondary settings, Access proposes leadership support for Tier 1 and Tier 2 schools in cognitive strategy instructional techniques to jump start student learning where it is stagnant and scaffolding in sustainable school improvement processes tied to student learning goals of the school. We will rely on cognitive strategy applications rooted in learning research to drive school transformation from a school where instructional approaches follow little if any coordinated or targeted structure to a school where practitioners integrate cognitive strategy instruction intentionally within content area classrooms, fully cognizant of how specific strategies unearth thinking and meaning construction in specific learning situations.

Accordingly, we will help Tier 1 and Tier 2 schools create a sustainable approach to reading and learning improvement that develops a learning organization that unfolds through implementation of a smart accountability program and a 3 Tiered Response to Intervention (RTI) structure that accommodates all kinds of learners at the school site. At the centerpiece of the learning interventions within the RTI will be a general cognitive instructional strategy that relies on Reciprocal Teaching (RT) to advance the meaning construction and understanding of the school staff as well as their students..